Videoconferencing Technology

Videoconferencing can be defined as a point-to-point closed communications system connecting computers that are equipped with video (Roblyer, 1997). In order to take part in a videoconference, users require a camera, a screen, a microphone, loudspeakers and the necessary software. Communication usually takes place over the Internet. Although to carry out videoconferences generally involves equipment, the low cost of computer hardwares/softwares nowadays tends to make it a popular option in educational institutions (O’Dowd, 2003). In the context of foreign language classroom, it is also important to distinguish between room-based and desktop videoconferencing. Desktop videoconferencing involves carrying out a videoconference which is connected to a personal computer (Guichon, 2010; Wang, 2006). This is suited to one-to-one communication. Alternatively, room-based videoconferencing is generally organized on a group-to-group basis (Thurstonm, 2004). In this case, a class sits in front of a large screen where they can view the participants at the other site as well as a smaller image of themselves.

The nature of videoconferences creates an environment for two groups of

students to communicate, negotiate, and interact (Wang, 2004). In addition, it adds a realistic element to the process of classroom-based intercultural communication (Wu

& Marek, 2009). Online communication provided by videoconferencing has become a useful service for language researchers to explore issues related to learners’

communicative competence (Belz, 2003). The advantages of videoconferencing, therefore, include the creation of social presence and an environment for learning, the reduction in travel time, effort, and expense, and finally collaborations and partnerships (Mason, 1994). However, this most interactive synchronous CMC tool does not come without problems. Its disadvantages are the cost of equipment (to some institutions), more preparation time and risk-taking for teachers, more attention and pressure for students, and the chance of lack of interactivity (Bloomberg, 2007).

O’Dowd (2003) also enumerated five problems: sound delay, some differences in face-to-face communication, the effects of distance (or time differences), passive viewing, and practicalities. The incorporation of a videoconferencing activity into a language classroom, then, requires the teacher to solve problems related to the equipment and the preparations (before the conferences) and those concerning students’ learning (during conferences) to ensure the success of the collaboration.

Videoconferencing technology is best used to carry out a communication task designed for two dedicated groups of learners with the hope that they will not only improve their language skills but also increase their understanding of each other’s culture. Kinginger (1998) held videoconferences for two language classes: a French language class in the U.S. and an English language class in France. The teaching approach is based on a series of parallel tasks on the theme of intercultural communication between the French and Americans. Using a series of conceptual tools for cultural analysis, the students analyzed a range of texts: Hollywood remakes of French films, children’s literature, and television series. Both classes designed web

pages for publication of their work (writing, film, and photo essays) and all students were assigned an email partner in order to engage in dialogue about the tasks. In addition to the other course activities, there were two 60-minute videoconferences during which the students were to ask and answer questions about the course materials. The results show that students enjoy the whole activities and that the videoconferencing is effective and acceptable as an alternative to face-to-face communication. Bulter and Fawkes (1999) set up an international videoconference, inviting students, French class students in England and English students in France, to engage in practices with their partners. Students took turns in French and English to ask prepared questions about the target culture on an one-to-one basis. Because students felt less intimidated when being corrected by their peers, verbal presentation skills, pronunciation, accuracy, and fluency, improved to a great extent.

However, there are some projects that lead us to think about improvements. In the videoconferencing system HIPERNET (McAndrew et al., 1996), the participants reported problems such as having no eye contact, feeling uncomfortable with wearing headsets, dealing with the cognitive load in real-time conversation, finding it hard to share material, and feeling uncertainty about partners’ thinking. O’Dowd (2003) study attempted to develop learners’ intercultural communicative competence, exploring the possibilities of using videoconferencing (synchronous CMC tool) and e-mail (asynchronous communication) between two classes across the Atlantic Ocean (25 German students and 21 American university students). The study asserted the Internet services of synchronous videoconferencing together with asynchronous e-mail as effective tools for helping students develop their intercultural communicative competency. However, it also reported that the German students were reluctant to act the role of interviewers and kept some distance due to the inferior beliefs and behaviors.

Issues on holding videoconferences intended to increase intercultural interaction are still unsolved and complicated, and they deserves more attention and investigation. Generally speaking, students lack the opportunity to practice outside of class the language they are studying. It is therefore a good idea to arrange for culture exchanges at school so that students can get the hands-on-practice they need.

Videoconferencing is an innovative way of providing students an opportunity to interact with the target language without leaving the school, thus solving the problems of conflicting schedules, transportation, and bureaucracy. However, there are some factors need to be taken into consideration. First of all, the videoconferencing systems of the institutions must be compatible. In addition, a date and time must be agreed on that is convenient for both participating groups. External factors such as sound quality and classroom distribution also play an important part in interactive videoconferencing, and internal factors such as students’ preparation and attitudes must be well-instructed by teachers. Students’ proficiency, interests, needs, and age all need to be taken into account. The success or failure of a videoconference can be determined by all those advanced planning. It is necessary for the instructors to work together to determine the objectives, types of interaction desired, and the procedures to be followed (Cortes & Galindo, 1998).

CHAPTER THREE METHODOLOGY

The present study investigated how technology-enhanced culture instruction was implemented to help EFL senior high school students in learning cultures. More specifically, the study probed into the process of how students evaluated the preparation of and the presentations in intercultural videoconferences, how they behave in videoconferences regarding cultural and linguistic aspects. Participants, the procedure of the study, and the instruments were elaborated in this chapter.

Instruments including videotaping, interviews, and written feedback were employed.

Those qualitative illustrations will be presented as useful information for interpreting and explicating phenomena found in the process. Data collection procedure and analysis were then presented.